The History of Afro-Brazilian People: a Theme of the Burdening History of Brazil

2017 ◽  
Vol 15 (1) ◽  
pp. 24-33
Author(s):  
Maria Auxiliadora Schmidt
Keyword(s):  
History Of ◽  
Afro Brazilian

scholarly journals Diversidade étnico-racial: uma experiência pedagógica em espaço não escolar

2019 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Estefani Cruz Vieira ◽  
Evaldo Ribeiro Oliveira
Keyword(s):  
Racial Diversity ◽  
Pedagogical Practice ◽  
School Environments ◽  
International Integration ◽  
Research And Practice ◽  
Derechos Humanos ◽  
History Of ◽  
The University ◽  
School Space ◽  
Afro Brazilian

ResumoO presente artigo tem como objetivo apresentar uma experiência pedagógica desenvolvida a partir de uma atividade intitulada “Ser pedagoga (o) em espaços não escolares: vivências pedagógicas em espaços não escolares”, da componente curricular “Pesquisa e Prática da Atuação do Pedagogo em Ambientes Não Escolares nos Países da Integração”, do curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Trata-se de uma oficina de contação de história, onde se buscou, por meio da história “Que Rei Sou Eu?”, discutir sobre a diversidade étnico-racial que é composta nossa sociedade, refletir sobre a história dos povos africanos e sobre a temática afro-brasileira.Palavras-chave: Prática Pedagógica. Espaço Não Escolar. Diversidade Étnico-Racial. Contação de História.Ethnic-racial diversity: a pedagogical experience in non-school spaceAbstractThis article aims to present a pedagogical experience developed in the activity entitled “Being a pedagogue in non-school spaces: pedagogical experiences in non-school spaces”, from the curriculum component “Research and Practice of Pedagogic Practice in Non-School Environments in the Integration Countries”, from the Pedagogy course at the University of International Integration of Afro-Brazilian Lusophony (UNILAB). It is a storytelling workshop, in which we sought through the story “What King Am I?”, to discuss the ethnic-racial diversity that form our society, to reflect on the History of African peoples and about the Afro-Brazilian theme.Keywords: Pedagogical Practice. Non-School Space. Ethnic-Racial Diversity. Storytelling.Diversidad étnico-racial: una experiencia pedagógica en el espacio no escolarResumenEste artículo tiene como objetivo presentar una experiencia pedagógica desarrollada a partir de una actividad titulada “Ser un pedagogo en espacios no escolares: experiencias pedagógicas en espacios no escolares”, del componente curricular “Investigación y práctica de la práctica pedagógica en entornos no escolares en los países de la integración”, del curso de Pedagogía de la Universidad de Integración Internacional de la Lusofonía Afrobrasileña (UNILAB). Es un taller de narración de historias, donde, a través de la historia “¿Qué rey soy yo?”, tratamos de discutir la diversidad étnico-racial que se compone nuestra sociedad, para reflexionar sobre la historia de los pueblos africanos y sobre el tema afrobrasileño.Palabras clave: Práctica pedagógica. Espacio no Escolar. Diversidad Étnico-Racial. Derechos humanos.

scholarly journals Perspectivas do Uso de Biografias na Formação de Professores de Matemática

2018 ◽  
Vol 11 (1) ◽  
pp. 95
Author(s):  
Luiz Adriano Gonçalves Borges ◽  
Barbara Winiarski Diesel Novaes
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Historical Context ◽  
Mathematical Education ◽  
Education History ◽  
General Philosophy ◽  
General Didactics ◽  
History Of ◽  
And Mathematics ◽  
Afro Brazilian

O presente trabalho tem por objetivo apresentar alguns elementos metodológicos de utilização de biografias como recurso articulador no ensino de matemática. Argumentamos em torno de um uso ponderativo de biografias ao invés do ornamental, isto é, de uma abordagem histórica que envolve um aprofundamento de conceitos e não somente de temáticas triviais. Apresentaremos uma metodologia que tenha profunda relação com o desenvolvimento histórico das ideias matemáticas e a história da educação matemática. Agindo nesse sentido, objetivamos propor a utilização de biografias de educadores matemático, matemáticos e cientistas como um recurso de aprofundamento em disciplinas dos cursos de licenciatura, mais especificamente no nosso caso, História da Matemática, Filosofia Geral, Tendências em Educação Matemática, Didática Geral e História e Cultura Afro-brasileira. Traçaremos uma breve trajetória da utilização de biografias como metodologia em história, ciências e matemática, procurando perceber como a historicidade do conhecimento científico é importante na elaboração deste tipo de trabalho. Procurando perceber paralelos, vemos que que o desenvolvimento da matemática não é independente do meio-cultural em que está inserido, sendo importante atentar para o contexto histórico da formação das ideias. Utilizamos esse conceitual metodológico no curso de Licenciatura em Matemática da UTFPR campus Toledo, nas disciplinas de História da Matemática, Filosofia Geral e História e Cultura Afro-brasileira (esta optativa), cuja metodologia de trabalho explicaremos neste presente texto. Por fim, ressaltamos o uso potencial da utilização de biografias de educadores matemáticos de renome para serem trabalhados em disciplinas em que prevalecem os saberes para ensinar.Palavras-chave: História da Educação Matemática. História da Ciência. Formação de professores. Biografias.AbstractThis present work aims to present some methodological elements of the use of biographies as an articulating resource in the teaching of Mathematics. We argue about a ponderous use of biographies instead of an ornamental, that is, of a historical approach that involves a deepening of concepts and not only of trivial themes. We will present a methodology that has a deep relation with the historical development of mathematical ideas and the history of mathematical education. Acting in this sense, we aim to propose the use of biographies of mathematical educators, mathematicians and scientists as a deepening resource in disciplines of undergraduate courses, specifically in our case, History of Mathematics, General Philosophy, Trends in Mathematics Education, General Didactics and Afro-Brazilian History and Culture. We will trace a brief trajectory of the use of biographies as methodology in History, Science and Mathematics, trying to understand how the historicity of scientific knowledge is important in the elaboration of this type of work. Looking for parallels, we understand that the development of mathematics is not independent of the cultural environment in which it is inserted, and it is important to look at the historical context of the formation of ideas. We use this methodological concept in the course of Mathematics Degree of the UTFPR campus Toledo, in the disciplines of History of Mathematics, General Philosophy and History and Afro-Brazilian Culture (this optional), whose working methodology will be explained in this text. Finally, we highlight the potential use of the use of biographies of renowned mathematical educators to be worked in disciplines in which the “knowledge to teach” prevails.Keywords: History of Mathematics Education. History of Science. Formation of Professors. Biographies.

scholarly journals Memórias outras, patrimônios outros, e decolonialidades: Contribuições teórico-metodológicas para o estudo de história da África e dos afrodescendentes e de história dos Indígenas no Brasil

2018 ◽  
Vol 26 ◽  
pp. 92
Author(s):  
Elison Antonio Paim ◽  
Helena Maria Marques Araújo
Keyword(s):  
Public Education ◽  
Cultural Heritage ◽  
Indigenous Peoples ◽  
Educational Experiences ◽  
Education Policies ◽  
Conceptual Thinking ◽  
Racial Relations ◽  
History Of ◽  
Methodological Aspects ◽  
Afro Brazilian

This article intersects education, memory, patrimony, and ethno-racial relations. In Brazilian territory, we often realize that the official documents and much of the textbooks have historically neglected the issues of indigenous, African, and Afro-Brazilian heritage, memories, histories, and cultures, that is, other memories and stories - even legally education being required. We present possibilities to think about the different knowledges, doings and memories of educational experiences developed in multiple spaces and times as well as to identify as memories, heritage and thematic ethno-roots from a perspective of decoloniality. We broadened the relations of dialogue between the field of research of cultural heritage and ethnic-racial relations, trying to identify the extent to which public education policies approach or distance themselves from heritage and ethnic-racial themes. Theoretically, we are based on the authors of decolonial epistemology, interculturality, ethno-racial relations, among others. The article is organized in order to explain theoretical-methodological aspects for the construction of conceptual thinking about decoloniality, official and counter-hegemonic memories, heritage and identities, culture and history of Afro-Brazilian peoples, culture and history of indigenous peoples and how these different categories are intersected as a possibility for the construction of other thoughts and practices.

scholarly journals Serendipitous Encounters with Texts: Errantry and Decentralization in Ana Maria Gonçalves’s Um Defeito de Cor (2006)

2019 ◽  
Vol 8 (1-2) ◽  
pp. 190-208
Author(s):  
Luana De Souza Sutter
Keyword(s):  
Turn Of The Century ◽  
History Of ◽  
Afro Brazilian

Since the turn of the century, several Afro-Brazilian writers have taken to engage critically with Brazil’s colonial past and the absence of Afro-Brazilian voices in historical and literary discourses. Ana Maria Gonçalves’s 2006 published novel Um Defeito de Cor is a paradigmatic example of this emerging corpus as it recuperates the history of the Malê Revolt in Salvador (1835) and envisions the life of its leading figure, Luísa Mahin. This article looks into the representation of hegemonic spaces of centre and periphery in Um Defeito de Cor and the intertextual relations drawn in the narrative through the lens of the Afro-Caribbean philosopher and writer Édouard Glissant’s Poetics of Relation. It argues that Um Defeito de Cor builds on the motif of serendipity to carry out a narrative of errantry and decentralization and disclose concealed Afro-Brazilian discourses in intertextual relations.

Afro-Catholic Baptism and The Articulation of a Merchant Community, Agoué 1840–1860

2015 ◽  
Vol 42 ◽  
pp. 165-201 ◽  
Author(s):  
Luis Nicolau Parés
Keyword(s):  
Early Period ◽  
West African ◽  
Northern European ◽  
History Of ◽  
Brazilian Identity ◽  
Main Activity ◽  
The Town ◽  
Significant Mass ◽  
Merchant Community ◽  
Afro Brazilian

AbstractThis paper analyzes the “Southern” Afro-Brazilian Catholicism which was brought to West Africa by former slaves from Brazil prior to the expansion of the “Northern” European Catholic missions. In examining two significant mass baptisms held in the town of Agoué in 1846 and 1855, this paper explores the religious history of the Aguda or Afro-Brazilian freed slaves, and how they built a network of ethnic, commercial, and affective relationships by means of Catholic baptism and godparenting. The Aguda’s Catholic affiliation (rather than conversion), beyond being coextensive with Brazilian identity, served to produce a merchant community whose main activity, in the early period, was the slave trade. The paper also discusses the methodological potential of cross referencing and fertilizing West African data with Bahian data in order to elucidate how the returnees’ appropriation of Catholic ritual was shaped by their previous Brazilian experience.

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